Integrating Digital Literacy in the Disciplines

1. Auflage 2021
ISBN: 978-1-64267-212-1
Verlag: Routledge

Buch, Englisch, 276 Seiten, Hardback, Format (B × H): 157 mm x 235 mm, Gewicht: 554 g

Digital literacy has become the vital competency that students need to master before graduating. This book provides rich examples of how to integrate it in disciplinary courses.While many institutions are developing introductory courses to impart universal literacy (skills students need to know) and creative literacy (skills for creating new content), discipline-specific skills (skills needed to succeed within a specific discipline) are a vital extension to their learning and ability to apply digital literacy in different contexts. This book provides examples of how to integrate digital literacy across a wide variety of courses spanning many domains.Rather than a wholly new core institutional outcome, digital literacy adds to the development of critical thinking, communication, problem-solving, and teamwork skills by building students’ capacities to assess online information so they can ethically share, communicate, or repurpose it through the appropriate use of available digital technologies. In short, it provides the vital digital dimension to their learning and the literacy skills which will be in increasing demand in their future lives.Following introductory chapters providing context and a theoretical framework, the contributing authors from different disciplines share the digital competencies and skills needed within their fields, the strategies they use to teach them, and insights about the choices they made. What shines through the examples is that, regardless of the specificity of the disciplinary examples, they offer all readers a commonality of approach and a trove of ideas that can be adapted to other contexts.This book constitutes a practical introduction for faculty interested in including opportunities to apply digital literacy to discipline-specific content. The book will benefit faculty developers and instructional designers who work with disciplinary faculty to integrate digital literacy. The book underscores the importance of preparing students at the course level to create, and be assessed on, digital content as fields are modernizing and delivery formats of assignments are evolving.Domains covered include digital literacy in teacher education, writing, musicology, indigenous literary studies, communications, journalism, business information technology, strategic management, chemistry, biology, health sciences, optometry, school librarianship, and law.The book demonstrates a range of approaches that can used to teach digital literacy skills in the classroom, including:·Progressing from digital literacy to digital fluency ·Increasing digital literacy by creating digital content · Assessment of digital literacy ·Identifying ethical considerations with digital literacy ·Sharing digital content outside of the classroom ·Identifying misinformation in digital communications ·Digitizing instructional practices, like lab notes and essays ·Reframing digital literacy from assumption to opportunity ·Preparing students to teach digital literacy to others ·Collaborating with other departments on campus to support digital literacy instruction ·Incorporating media into digital literacy (digital media literacy) ·Using digital storytelling and infographics to teach content knowledge] ·Weaving digital literacy throughout the curriculum of a program, and with increasing depth

Autoren/Hrsg.

Hays, Lauren

Kammer, Jenna

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

Foreword Acknowledgments Introduction 1. Digital Literacy in the Academy—Jenna Kammer, Todd Cherner, and Lauren Hays Part One. Education 2. Repositioning Digital Literacy in Educator Preparation Programs. A Digital Disciplinary Approach for Teaching Methods Instructors—Todd Cherner 3. Developing Digital Literacy in the Arts for Pre-Service Teachers—Judith Dinham 4. Enhancing Digital Literacy Through Scholarly Digital Storytelling—Kelly Schrum 5. Teaching Digital Literacies to Challenge Narratives of Compliance and Defiance—Leah Panther Part Two. Humanities 6. Digital Literacies for English. Laying a Foundation in First-Year Writing—Jessie L. Moore and Greg Hlavaty 7. Open and Closed. Open Education Projects, Indigenous Studies, and Teaching Undergraduate Students About the Ethics of Information Access—Jennifer Hardwick 8. Using Public Musicology to Teach Digital Literacy in Music History Classes—Reba Wissner Part Three. Communication and Media Studies 9. Digital Literacy From the Perspective of Journalism Education. Digital Media Literacy—Simge Süllü Durul and Tezcan Özkan Kutlu 10. Digital Literacy in Design, Media, and Communications Disciplines. Fluency Is the New Literacy—Phillip Motley and Derek Lackaff Part Four. Business 11. Digital Storytelling in Postgraduate Strategic Management Courses—Mo Kader 12. Extending the Notion of Digital Literacy in Business IT Courses. Thoughts on Process and Meta-literacy—Jeffrey Mok and Damien Joseph Part Five. Science 13. An Infographics Assignment as a Vehicle to Promote Digital Literacy in a Non-majors Introductory Biology Course—Isabelle Barette-Ng and Patti Dyjur 14. Digital Literacy in Chemistry—Jordan Mantha Part Six. Health Sciences 15. The Importance of Digital Literacy Education in a Cancer Genomics MOOC—Louise Blakemore, Camille Huser, Aileen Linn, and Leah Marks 16. Integrating Digital Literacy Into Optometric Clinical Reasoning—Heather Edmonds, Sandra Mohr, and Aurora Denia Part Seven. Professional Degrees 17. Digital Literacy in School Librarianship—Rene Burress 18. Taking the Law Into Their Own Hands. Innovative Digital Video Assessment in a Law Degree—Eleneth Woolley, David Yammouni, and Gerry Rayner About the Editors and Contributors Index

Über Autor(innen)

Lauren Hays, Ph.D. is an Assistant Professor of Instructional Technology at the University of Central Missouri where she enjoys teaching and developing new learning opportunities. Prior to her position at UCM, she was an Instructional and Research Librarian. Her areas of research interest include digital literacy, educational technology, and information literacy.

Jenna Kammer, Ph.D., is an assistant professor in Library and Information Services at the University of Central Missouri in Warrensburg, Missouri. She teaches Organizing Information, Action Research and Technology in Libraries. Prior to her role at UCM, she was an instructional designer and a librarian in public and academic libraries. She conducts research in the areas of information culture, policy, and ethics.